As interactive data visualizations become increasingly common in science centers, there is growing interest in how such tools can best support meaningful learning. The design approach of exploranation, a hybrid of exploration and explanation, aims to empower users to navigate real scientific data while still providing interpretive scaffolding. This study explores how young adults engage with two exploranatory exhibits on marine biodiversity, focusing on how different levels of guidance influence interaction patterns and learning outcomes.

The two exhibits, Under the Surface and Ocean Web, were developed using the exploranation design principle but differ in their structure. Under the Surface presents an open-ended interface that encourages free exploration of data through an interactive seabed landscape. In contrast, Ocean Web offers a structured experience, layering narrative elements and clear interactive pathways to guide visitors through ecological relationships in marine environments. The purpose was to compare how these two design approaches affect user exploration, engagement, and conceptual understanding.

The research draws on the Visitor Engagement Framework (VEF) and instrument-mediated activity theory. The VEF enables identification of cognitive engagement levels through observable visitor behaviors. Instrument-mediated activity theory provides a lens to analyze how participants use the exhibits as tools for meaning-making and knowledge construction.

A comparative case study design was employed, involving pairs of young adult participants asked to freely explore both exhibits. Each session was video recorded and followed by semi-structured interviews to capture participants’ reflections and perceived learning. Data collection included video-based interaction data and audio-recorded interviews. Interaction analysis was used to examine behavioral strategies and engagement patterns during exploration, while thematic analysis was applied to interview data to understand visitor experiences and learning outcomes.

The findings show a clear distinction in how the two designs influenced engagement and learning. The guided exhibit supported more sustained engagement and facilitated conceptual understanding through its structured narrative, layered information, and intuitive interaction design. Participants frequently verbalized ecological relationships, posed questions, and demonstrated behaviors indicating deeper cognitive engagement. The open-ended exhibit often led to surface-level engagement, particularly among participants unfamiliar with marine science content. Many focused on navigating the interface and manipulating features rather than interpreting the underlying data. While some expressed curiosity, the lack of clear affordances or prompts led to fragmented exploration and occasional misinterpretation.

These results suggest that while exploranatory visualization holds promise as a science communication approach, its effectiveness depends on a careful balance between freedom and guidance. Too little structure risks cognitive overload or disengagement; too much may limit exploration and personal meaning-making. Prior knowledge, interface clarity, and cognitive load all emerged as critical factors in shaping the visitor experience. The study provides empirical insights how exploranation unfold in real-world museum settings and offers guidance to future exhibit design using data visualization.

Keywords: Interactive data Visualization, Exhibit design, Guidance vs exploration, Science center, Visitor Engagement.